December 29, 2017
|
by Caitlin Hardeman

Lesson plan

Carefully Find the Adverbs

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Grade Subject View aligned standards

Students will be able to identify adverbs in sentences.

(5 minutes)
  • Ask students to think silently to themselves about the answer to the following question: What are all the different ways you could walk?
  • Give students one minute to think to themselves.
  • Direct students to talk to a partner at their table for one minute to share what they came up with.
  • Accept student answers as partnerships share out.
  • Record the adverbs on the board. (Tip: Leave the adverb list up for the duration of the lesson.)
  • Explain to students that they just helped you create a list of words that tell how an action is done.
  • Tell students that today’s lesson will be focused on identifying adverbs.
(8 minutes)
  • Define adverb as a word that describes an action. It can tell how, when, where, or to what extent. Adverbs often end in -ly. The purpose of an adverb is to make the sentence more descriptive and specific. Adverbs help readers visualize and better understand context.
  • Explain that in order to identify an adverb, we first have to find the verb. This is the action in the sentence. After we find the verb, we can ask ourselves, “What word tells more about the action or verb?”
  • Model identifying the verb and then finding the adverb in the sentences on the Find the Adverb worksheet.
  • Complete the 10 questions by using the same think aloud process. Highlight the verb first, and then underline the adverb.
(10 minutes)
  • Show students that you have a piece of chart paper with a three-columned T-chart, and the sections are labeled as the types of adverbs: how, when, and where.
  • Explain to students that they will look at example sentences and identify the adverb. (Examples: The plane flew quickly from Dallas to Atlanta. Yesterday, we went to the airport. The toddler ran away from his mom at the restaurant.)
  • They will write the adverb on their whiteboards. (Tip: Give students a signal for when to flip the board to show their answers.)
  • Review student answers, and circle the correct adverb in the example sentence.
  • Guide students through determining whether the adverb is telling how, when, or where.
  • Tape the example sentence to the appropriate section of the chart.
  • Repeat the process with 10 sentences.
  • Call on non-volunteers to explain how they know they have correctly identified the adverb in the sentence.
(7 minutes)
  • Distribute a copy of the Circle the Adverbs, Quickly! worksheet to each student.
  • Explain to students that they will be circling the adverb that describes the verb.

Support:

  • Provide visuals of the adverbs by either acting out or using pictures.
  • Reduce the number of problems on the independent work.

Enrichment:

  • Give students a challenge by having them determine the appropriate times to use adjectives or adverbs in sentences. Use the Sentence Builder: Adjectives and Adverbs game.
(3 minutes)
  • Collect the Circle the Adverbs, Quickly! worksheet as a check for understanding.
  • Display the following exit ticket question on the board or document camera:
    • What is the adverb in the following sentence: He smiled widely on picture day. (Answer: widely)
(2 minutes)
  • Show students a video to review the job and examples of adverbs. For example, show the Adverbs 2 Song on Youtube.

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